[upbeat music] - [Narrator] Ready to learn.
- Hi, - [Narrator] It's time to share a story, - Shh - [Narrator] Read and write.
- Let's read it back.
- [Narrator] Discover science, sing, - Some play, - [Narrator] And so much more.
- Cup cake - Very good - [Narrator] Stay tuned for lessons and activities.
- We're gonna start making some words.
Isn't that fun - Mmmh [upbeat music] - [Narrator] Funding for this program was provided by The JPB Foundation.
[upbeat music] - Hi friends.
My name is Kyle.
And today I'm going to read you a book that I wrote.
I might ask you some questions about it.
I think I'm gonna give you an idea for an activity to do afterward and reading it.
And I think that's about all that I'm gonna do with you today.
So the book is called "Max and the Talent Show".
The author is me, Kyle Hmm, and the illustrator is named Luciano Lozano.
So that means I wrote the words in this book and Luciano drew the pictures.
This is a story about a transgender boy named Max, his friend Steven and about something that they do together, Max and the Talent Show.
My name is Max.
I love to read.
My favorite books or comic books.
I also like funny books.
Sometimes I read stories about magic or adventure.
I don't like sad books.
I have a friend named Stephen.
He likes to make up his own stories.
He always has a lot of ideas.
Sometimes he gets ideas from books.
Other times the ideas come from his head.
And here we see Stephen is dressed up like a scuba diver before he takes his bath.
Stephen makes me play dress-up with him.
He gives me clothes that match his stories.
Once I was a pirate.
Another time I was a shark.
Sometimes he wants me to put on a dress.
I used to wear dresses but now I don't.
So I always say no.
When I play with other friends we run races.
And jumped rope.
And climb trees.
But when I play with Steven he wants to make up stories.
So he tells stories as we play.
He will say that a train is chasing us.
So we run away as fast as we can.
Or he will say that we are crossing a volcano.
We hop and jump across the lake of fire.
If we climb a tree Steven will say we are in outer space.
We talk to aliens on the moon.
Steven and I go on a lot of adventures.
Do you think they're really talking to aliens on the moon or do you think that's just Stephen's imagination?
There is another big difference between me and Steven.
He loves to be in the center of things.
I don't like being watched.
The school talent show is coming up.
I don't want to be in it.
But I don't want to be left out.
So when I wrote this story, I was writing about myself because I feel more like Max.
I don't like to be in the center of attention like this.
So I'm wondering if you're more like Steven, you like to be in the center of attention or more like Max, you don't like it as much When people look at you.
Steven puts his name on the signup sheet.
"I'll be a star!"
he says.
Do you want to be a star too?
I think about what I would do.
I don't like to sing.
I don't dance.
I don't play piano.
But I do like to help my friends.
"I'll be your assistant," I tell Steven.
"What does an assistant do?"
"It means I help you put on a show."
Steven likes that idea.
He loves to put on a show and he loves to tell me what to do.
When I wrote this part, I was thinking that I still feel more like Max here.
I like to help my friends.
And I like it when my friends give me instructions on how to help them.
I wonder if you're more like Steven you like to give people instructions.
Or you're more like Max, you like it when people give you instructions.
Or maybe you're a little bit of both.
"First I need to find a dress," says Steven.
His mom drives us to the mall.
The people who work at the store think the dresses for me.
They don't want to let Steven try it on.
But then he tells them a story.
He tells them about a girl and a beautiful dress.
She was stolen by goblins.
If he can find a dress like hers, it will help him find her.
They love the story.
Steven gets to pick his favorite dress.
I think it looks like an upside-down ice cream cone.
But I don't tell Steven this.
"Are you going to sing for the talent show?"
I ask, but Steven is admiring his gown.
Do you remember when I first started reading I said that man is transgender?
If you don't know what that word means, that's okay, It's a new word for a lot of people.
The word transgender means that when you're born, everyone looks at you and they decide if you're a boy or a girl.
And then when you're transgender, you realize that what people said you are doesn't feel right to you.
So maybe everyone thought you were a boy, but you feel more like a girl.
Or everyone thought that you were a girl, but you feel more like a boy.
Or everyone decided that you were a boy or a girl but you felt like neither one of those words made sense for you.
So when Max was born, everyone thought that he was a girl.
And then he told everyone in his life that he really felt more like a boy.
But it sounds like the people in the store looked at him and they still thought he was a girl.
Which probably didn't feel so good to him.
The first book in the series is called Calbi Max.
And that's one where we learn a little bit more about Max Then we go to the shoe store.
The shoe salesman doesn't like my stumpy boots.
And he tells Steven and not to try on high heels.
But Steven tells him a story about his grandmother.
He says she was the most famous actress in the world.
He says that her last wish was to find the shoes she wore in her first movie.
Taken away by his words, the sales man gave Steven a pair of shoes.
They have heels that click on the floor.
"Are you going to dance in the talent show?"
I ask.
Stephen doesn't answer.
He is listening to the shoes as they click.
I wear shoes more like Max.
Steven tells a story to find the perfect cape.
And a story for the perfect tiara.
"Are you going to play the piano?"
I ask I don't even know if he plays the piano.
But Stephen doesn't hear me.
He tilts the tiara so it sits just so.
It glitters in the light.
I wonder what he is going to do for the talent show.
It is the night of the talent show.
I helped Steven zip up his ice-cream dress.
He slips his feet into the clicking heels.
I tie the key around his neck.
He places the Tiara on his head just so "What is your act?"
I ask.
Stephen doesn't answer.
He is smiling at himself in the mirror.
Do you think that Steven has a plan, or do you think he forgot that he has to have a plan?
Let's find out.
The teacher in charge calls kids by name.
One recites a poem.
I don't understand it.
Another does splits and cartwheels.
it looks very hard.
Someone plays the violin.
It sounds like two cats fighting.
When I was in second grade, I think I was in the second grade.
I was in a talent show at my school and I did something that this kid did.
I recited a poem for the talent show.
But I always thought it would be cool if I could do these things cartwheels and splits but I still can't do that.
But I still like reciting poems.
I don't know what my job is now.
Stephen doesn't say he needs help.
When his name is called he clicks onto the stage.
"What are you doing tonight?
young man?"
the teacher asks.
Stephen stares at the audience.
He looks nervous and surprised.
And that's when I know.
He didn't choose a song.
He didn't learn a dance.
He didn't bring an instrument.
He doesn't have a plan.
What do you think is gonna happen?
Do you think he's gonna come up with something, or do you think Max is going to help him?
But he picked me to be his assistant.
What is my friend good at?
I think.
And then I know.
"Steven!"
I whisper.
"Tell them the story."
Will he know what I mean?
He hears me.
Steven stands up straight.
He doesn't look scared anymore.
In a strong voice he says, "I will tell you a story.
I will tell you a story of a stolen child.
I will tell you about a movie star.
I will tell you about a lost treasure and a found kingdom."
And he does.
His voice fills the room.
At the end, they live happily ever after.
My ears fill with the thunder of hands clapping.
Do you remember that all these parts of his story or things that he told the people along the way?
He put them all together into one big story.
Stephen bows.
He walks off the stage.
His tiara glitters in the light.
His cape flows behind him.
His heels click on the floor.
He hugs me tight.
Then he pulls me out onto the stage.
Everyone is still clapping.
He bows again.
He makes me bow with him.
Everyone is looking at me too.
It feels okay.
But I'm glad when we walk off the stage again.
"I couldn't have done that without you."
he says.
"I know," I told him, "That's why I'm your assistant."
The end.
So this was a story about a talent show.
And I don't know very much about you.
I don't know where you live.
I don't know who else you have in your life, but I do know that you are good at something.
I know that you have some special talents maybe lots of special talents.
And I share that there are people in your life, who would love to see those talents.
Maybe you're living with someone that you would have a talent show with.
Maybe there's someone that you're living with who wants to share something with you.
Maybe you could draw a careful picture.
Maybe you could show someone how good you are jump roping.
There are so many different things in this world that we can all be good at.
Although we can all learn to be good at and we can all practice.
And I'm so curious to find out what that is for you.
Maybe you could put on your own talent show where you live.
Maybe it could be with the people that you live with.
Maybe it could be over the internet like a video like this.
There's so many creative ways right now to share who you are and what you can do with people in the world.
And I hope you come up with some ideas.
Thank you for listening.
And I hope that you have a nice day.
Hi, movers and shakers.
This is violet, and I'm really excited to get to sing a song today with my friend.
- Thank you violet, for inviting me to meet with you and your friends.
My name is Jeremy Watson and I am a music teacher at P.S.
21 Staten Island home of the Eagles.
Violet asked me to share a song with you today.
Because of everything that's going on in the world.
With kids suddenly having to learn from home or even others making each other feel bad because of how different we look for one another.
It's important to remember that we are not alone.
That we're in this together.
And that we are a part of one race.
The human race.
So when things look dim, look for the light that shines inside.
And let your light shine for the whole world to see.
This song is called "This Little Light Of Mine."
It's a call and response song.
Which means I'll sing a phrase the call, and you'll sing back the response.
Are you ready?
Let's go.
This little light of mine I'm gonna let it shine This little light of mine I'm gonna let it shine This little light of mine I'm gonna let it shine Let it shine Let it shine Let it shine This little light of mine I'm gonna let it shine This little light of mine I'm gonna let it shine This little light of mine I'm gonna let it shine Let it shine Let it shine Let it shine - Thanks Jeremy.
I always love singing with you.
Thanks everyone.
[upbeat music] - Hello friends I'm Dr. Rivers and it's time to do some work, with phonemic awareness and phonics.
As always you'll need your eyes to watch closely, your ears to listen carefully, your mouth to say repeat, and your hands to do some of the work.
Let's get started with sounds and blending.
You know how to blend sounds together to make words.
So I'm going to say the sounds.
You're going to blend them together, and say the word.
This time, if you see a picture of one of the words that you say, I want you to say, Oh, there it is.
And point to the picture of the word that you say that you blend.
Listen to me do the first one.
B-I-T When I blend B-I-T together, I get the word bit.
Now you try.
B-I-TE Bite yes.
Bite is the word that you get when you blend B-I-TE.
Remember you can always use your hands to help you.
If you need to.
Otherwise you can just do it in your mind and say the word.
Let's try another one.
B-A-CK What's that word?
Back.
Very good.
B-A-KE What's the word?
Bake.
If you need your hands, use them ready?
D-U-CK Duck.
What was that?
Oh, there it is.
A duck!
Good job.
The next word is D-U-DE dude Very good.
S-T-O-VE stove.
What was that?
Oh, there it is.
There right there's a stove.
Let's try another one.
S-T-O-P stop good job.
WR-E-CK What's that word?
Wreck C-R-EE-K what's the word blended together?
Creek.
Yes.
A Creek is like a narrow body of water.
Usually in the woods or in a meadow.
It's not as big as a river or a stream.
It's a little bit smaller.
It's called a Creek.
Let's try another one.
T-A-N-K tank, the job.
What was that?
OH There it is.
A tank where we can keep fish or turtles.
Some people just have plants in their tank.
Let's try another one.
T-A-KE what's the word?
Take good job.
WH-EE-L wheel Oh, there it is a wheel.
W-E-LL well.
Yes well can be oh oh, I don't feel so well or well could be a big hole in a yard where you reach down with a bucket and you get water out of it.
A well, two more.
S-T-E-M.
Stem.
A stem can be the long part on the back of a flower.
S-T-EA-M. steam Great job.
Blending sounds to make words.
Now let's do some work.
With the rhyming words.
We know that words that rhyme, sound the same at the end.
I'm going to say a word, and then I'm going to give you a clue and you're going to see if you can find the rhyming word, then matches the clue.
Listen, as I do the first word.
I'm thinking of a word that rhymes with pole.
It's a place where children go to learn.
Hm, pool School.
School is a place where children go to learn, and school and pool and with ool So they rhyme!
You try it.
I'm thinking of a word that rhymes with stone.
It's a chair where a King or queen sits.
Stone, throne.
If you said throne, stone and throne and with one, So they rhyme.
Good job.
Let's try another one.
I'm thinking of a word that rhymes with Paw.
It's something that you drink through sometimes.
What could it be?
Paw straw.
if you said straw, you're absolutely right.
Paw and straw and with aw.
So they rhyme.
Have another one.
I'm thinking of a word that rhymes with sock.
You can use it to tell time.
Sock, clock.
Yes.
Sock and clock and with ock.
So they rhyme.
Let's try another one.
I'm thinking of a word that rhymes with dash.
It's when water we're to up in the air.
Sometimes when you go outside and it's raining and you stomp your foot in a puddle this is what happens, Splash.
Splash, and dash, and with Ash so they rhyme.
Whoa, you're good at this game.
Let's try one more.
I'm thinking of a word that rhymes with lip It means to stumble and fall Trip.
If you said trip, you're absolutely right.
Kiss your brain 'cause you know how to make rhyming words.
And now we're going to do some work with the long a sound and spelling.
But first we're going to practice saying and naming the vowel sounds in words I'm going to say a word.
You're going to say the vowel sound that you hear in the word.
You're gonna use your hands to show whether it's long or short.
And you're going to name the vowel sound.
Let's do the first one together.
The word is main.
What vowel sound do you hear in Main?
A, what's the name of the vowel sound?
Long A.
Your turn.
The word is brain.
What's the sound?
A What's the name?
Long A Stack.
What's the sound?
A What's the name?
Short A Stake A, long A Backs, A short O Boat, O long O Catch, A short A Claim, A long A I'm whispering you say it out loud.
Ready?
Set, E short E Sheet, E long E shirt, A short A Plate, A long A - Great job saying and naming the vowel sounds in words.
And now let's do some work, blending and reading words with the long "A" sound.
We learned that the long a sound can be spelled many different ways.
Sometimes it's spelled with an a. sometimes it's spelled vowel consonant a-e makes the vowel long.
Sometimes they spell it ai as in brain.
And today we're going to practice the ay.
- Ay stands for ay lets blend and read a word together.
S-T-AY stay.
When two letters are on one clip, that means its representing one sound.
Lets blend it again S-T-AY, stay The word is stay.
great job.
Let's use what we know to blend and read some words.
Take a look at the word list.
Let's look at line one.
You're going to read the words out loud.
I'm going to whisper read.
Remember, if you need to, you can tap out the sounds in the words, and blend them together to read them.
Go ahead and read line one.
Aid, plain, play, grain, gray.
Very good.
What do you notice about the words inline one?
If you're thinking that they all have the ai sound, you are correct.
Is there anything else you might notice?
Yes, the ai sound is spelled with an ai, and an ay in line one.
Oh, go ahead and read line two.
Say, sail, hay, hail, day.
Great job.
Let's move through line three.
Rude, pane, cube, cone, pine.
And line four, bail, bait, nay, wail, payday.
Great job.
Blending and reading words.
Now let's read the sentence in line five.
A snake's tail is only at the end.
Can you identify three words that have the long a sound in line five?
If you said a, snake, and tail, you're absolutely correct.
Now let's read the sentence in six.
A Fox uses its tail to stay snug.
Can you find any words in line six that have the long a sound?
A, tail, stay.
Great job.
Blending and reading words with the long ay sound.
You did great work today.
Blending sounds to make words, finding rhyming words using clues, identifying the vowel sound in words, learning the ay spelling for the long vowel sound a, and then blending and reading again.
Let's go ahead and kiss your brain.
Share what you learned today.
With someone that you love.
Don't forget to come again.
There's so much more to learn.
See you soon.
[upbeat music] - HI friends.
How are you today?
I'm miss Lauren.
And today from math, we are going to be creating sets of objects that have one more.
Okay, Yeah.
So today what we're gonna do is we're going to be doing some fluency practice and some games together.
We're gonna be doing some drawing.
So if you would like to join me and do some drawing.
When I do my drawing on the board, you could do yours too.
Okay, If you have a whiteboard and a marker, or just paper and pencil is fine as well, okay.
[upbeat music] Alright.
Today we're going to begin by doing a little fluency practice.
And that just means we're getting our brains all warmed up and ready for math.
Okay, All right.
So, I'm going to say a sentence.
Well part of a sentence, and I need you to complete the sentence.
Finish the sentence for me.
Are you ready?
Right, here we go.
Here's the first one, two one more is three, right?
Yeah, you got it.
All right, here we go.
Three one more is foUr.
Good job.
Four one more is five.
Good job.
Five one more is yeah, Six.
Six one more is seven.
Good.
Seven one more is eight.
Good.
Eight one more is nine.
Last one, nine one more is, you got it 10.
Good job.
All right.
We are all warmed up and ready to keep going.
Let's go ahead and do a word problem together.
Here's our word problem.
There's a lot of words on here.
Don't worry.
I'm here to help you out.
Okay.
we're gonna read this together and then we're gonna break it down and do it step by step.
Because that's the best way to do these things.
All right, let me get a marker ready.
Okay, let's see.
Let's follow along.
Can we see this?
I think so.
Let's put it up just a little bit.
Okay, ready?
Word problem.
Okay.
Draw nine birds.
Okay, Draw enough worms So that each bird gets one.
Okay.
But also draw one extra worm for a snack for later.
Draw a line to match each bird to its worm.
How many birds are there?
Write that number.
How many worms?
Write that number.
Okay.
We can handle this.
No problem whatsoever.
Are you ready to do this with me?
Let's start from the very beginning.
All right?
And I'm gonna underline as we go.
So we know exactly what we did.
Draw nine birds.
Well, we're gonna start with doing that.
Okay, Draw nine birds.
So on your paper, I'm gonna move this down on your paper and just like me on mine.
We're gonna draw nine birds.
And you know what I've learned?
Math pictures are really fast.
They're not very detailed.
All right.
So a bird, the way I'm gonna make a bird I'm just gonna use some shapes and I'm gonna show you.
So for my birds, I think I'm just gonna do an oval.
Oops.
That marker does not work.
Let's try this one, ready?
An oval, Okay.
And its like triangles on the side with a little beak.
So there's my bird.
So how many birds do you remember?
Nine.
So one, two, three, four, five, six.
You keeping up with me?
Seven, eight, and nine.
There are my nine birds.
All right, hopefully you're caught up and you're doing it along with me.
Let's go to the next part.
The next part, it says draw enough worms so that each bird gets one.
All right, so let's do that.
Then underline that.
Draw enough worms so that each bird gets one.
Let's do that first.
Alright, so draw enough worms.
Well, a worm is a squiggly line.
And each bird needs to have a worm.
Right, so I might make the worm right next to the bird.
So that way I know that each bird is gonna get one.
Does that make sense?
Do you agree?
Yeah.
So this bird's gonna get a worm.
Each bird needs to get a worm.
So one, one there, looks like a little S, doesn't?
I want to make a little squiggly line next to my bird squiggly line it's not perfect.
All right.
Do you see a how I make squiggly lines next to each of my birds?
Yeah, all right.
Let's keep going.
Let's go back.
So it says, but also draw one extra worm for us snack for later.
All right.
So, but also draw one extra worm for a snack for later.
So we not we have to make not just enough worms for each bird, we need to make one more.
So we're gonna make one more worm right over here.
Okay, do you have that too?
Okay, let's keep going.
Let's see what we have.
All right.
Now, it says draw a line to match each bird to its worm.
Draw a line to match each bird to its worm.
We could do that.
Right, Are you ready?
Let's go ahead.
So we have it right here, don't we?
So we have a line.
This is one, two, three, four, five, six, seven, eight nine.
We drew a line to match from our worm to our bird.
Right, okay.
So now it's saying, let's go back and take a look.
How many birds are there?
Well, how many birds are there?
Write that number.
We could do that.
How many birds are there?
And let's write that number.
Okay, So let's see.
Birds one, two, three, four, five, six, seven, eight, nine.
So there are nine birds and I'm gonna put a B for birds.
Right, okay.
Nine birds, capital B.
Then it's asking us to go ahead and they wanna know how many worms?
Write that number.
All right, How many worms?
Well, we know that each bird has a worm.
so let's see.
One, two, three, four, five, six, seven, eight, nine, But we have one extra one over here, don't we?
So we have 10 worms.
I'm gonna put a w for worms, right?
So which one has more?
Yeah, the worms, there are more worms than there are birds.
Right?
And which one has less?
That would be the nine.
Right?
That would be the birds 'Cause nine is less than 10.
Wonderful job.
All right.
Good job following along with me with that, that was hard work.
All right, friends.
Now we're going to play a little game.
And I need you to do some more drawing with me.
Are you ready?
All right.
So let's go ahead and erase the board to start.
And what we're gonna be doing is we're gonna be drawing using some shapes.
All right, circles and squares.
And how we're gonna do that is I have these number cards here and they're listed.
They're all mixed up.
And they are numbers all the way from one, all the way to 10.
Okay.
So you could see there's number one, there's a number eight there's a number 10, okay.
So what I'm gonna do is I'm gonna mix them all up.
I'm gonna pull out a card.
Let's pretend right now let's practice with just this one here.
This is the number one, right?
So let's say I draw this card.
Number one.
What we're gonna do is on one side of our board we're gonna make this number of circles.
Which is one.
Okay, And then on the other side, we need to make the same amount in squares.
That's the same.
Do you agree?
But we also have to make one more.
So it's not just one of each we need to make one more on this side.
So it's gonna look a little bit like this, right?
So this was the same.
And then we made one more.
Okay, easy peasy.
Not too bad.
Are you ready to do some more?
All right.
Let's see what we got.
Okay, you ready?
Closing my eyes and am going to pick this card.
Alright, do you know what number that is?
Yeah, that's the number two.
So let's go ahead and make two circles on one side of our board.
There they are.
We now have to make two squares on the other side.
Go ahead, one, two.
Now we have to make one more.
So how many now do we have on this side?
We have three.
We used to have just two.
These were the same, but then we added one more.
Good job.
Right?
Erase your boards.
And we'll do another one.
All right, ready?
Here we go.
I'm gonna pick this card.
What number is this?
Number five.
Right, let's go ahead and make five circles.
One, two, three, four, five.
Do you agree?
Yeah, okay.
Now let's make five squares on the other side.
One, two, three, four, five.
But you know what we have to do?
We have to make one more.
So I'm gonna put one more on this side.
So how many squares do we have on this side?
We had five, but now we have six.
'Cause we added one more.
So they used to be the same, but then we added one more.
So this is five and this is six.
Great job friends.
You did a great job today.
Thank you so much for helping me, and participating and drawing and counting with me.
Thank you for being here friends.
See you soon.
Bye [upbeat music] - Hi friends.
My name is Morgan.
And I was just focusing on catching this ball.
Today, I was gonna practice two of my brain power skills including focusing.
Do you want to join me?
Great, let's go.
Today we're gonna be exercising two of our special brain power skills called focus and memory.
Have you heard those words before?
Focus means to pay attention or stay interested in one thing?
So, for example when I play football, I need to stay focused on the ball the whole time.
There might be birds flying, or planes in the air that distract me but I need to make sure that I'm focused on the ball the whole time, so that I don't drop it.
And then memory is our special brain power skill that we use to remember things that happened or things that we learned.
So it helps us remember things like past events or things that we learned in school.
And both of these skills are special every day.
But especially, when we use them together.
Focus and memory are extra powerful when we use them together.
For example, when I'm playing football.
I need to focus on the ball the whole time but I also need to use my memory skills and remember where I'm supposed to stand out in the field so that I can play my best and help my team.
Now, can you think of a time that you use both your focus and memory skills?
Yeah, exactly.
When we're doing our homework or reading a book.
We use both of these skills.
This is why I like to practice my focus and memory skills.
So my brain can get stronger.
Everyone can practice these skills and they help us every day.
So today, we're gonna practice our brainpower skills by looking at four different objects.
And we're gonna see if we can figure out which ones move and which ones get taken away.
And if we have any new ones.
So we're gonna have to focus on these objects and remember them with our memory skills.
Are you ready?
[bell rings] So here are our four objects.
We have a teddy bear, but football, a shoe and a book.
And now our job today, is going to be focusing on these four objects and trying to remember what they are.
Because some are gonna get taken away and we might have new ones added.
So before we begin, does anyone know how we could remember these objects?
Yeah, we could repeat the objects.
Could you repeat them with me?
So we have a teddy bear, a football, a shoe and a book.
Great.
We could also take a picture.
I don't have a camera right now but I'm gonna take a pretend picture so that I have it in my mind.
And I can remember these objects.
Will you take a picture with me?
Let's get our cameras, ready?
One, two, three.
[shuttles] Great job.
Another idea is to sing a song.
So if you like to sing, you can make up a song with a teddy bear, a football, a shoe, and a book.
And another idea is to write or draw a list.
So if you have something to write with like a pen or pencil or marker and something to write on paper or scrap paper or notebook, then you can write or draw a list of these items.
But otherwise I'm gonna draw one and we can use mine too.
Okay.
So here is my list that I drew and it has our four objects.
We have our teddy bear, our football, our shoe and our book.
So we can use this to help us remember our objects.
Can you think of any other ideas that would help us remember?
Great, so now before we get started, I have a chart with all those ideas so we can use it later.
Okay.
So on our chart, we have repeat our objects which we did, but we can do it again.
It will help us remember.
So we have a teddy bear, a football, a shoe, and a book.
We can take a picture.
I think I'm gonna take one more picture so I can remember.
You want to take another one with me?
All right, get out your cameras, Ready?
One, two, three.
[shuttles] Great job.
We can sing a song.
Did you make up a song?
Can we hear it?
Those are great songs.
So creative.
And then we could write or draw a list and we have ours right here.
Okay, so now I'm gonna take one object away.
And we have to use one of our ideas on how to remember these objects to see if we can figure out which one's missing.
Are you ready?
Okay, which tool are you gonna use to help Help you remember?
Repeat, take a picture, of sing a song, or draw or write?
I think I'm gonna repeat the objects one more time.
So we had a teddy bear, football, shoe, book.
Okay, You have your idea?
Alright.
You're focused on these objects, ready?
One is gonna be taken away.
Ready, one, two, three.
[bell rings] Which object is missing?
Can you figure it out?
Yeah.
Let's see.
I'm gonna repeat the objects again.
So we have a teddy bear, football, shoe, book.
Did you say the football was missing?
You're right.
The football's not here anymore.
Good job.
You ready for another one?
Okay, So we're gonna take away our next item.
Are you ready?
One, two, three.
[bell rings] Can you figure out which item is missing?
Yeah, Which item was right here.
Yeah, I think it's the book.
Did you guess book too?
What tool did you use?
Did you sing your song?
Did you use your picture?
Good job, okay.
The book is back.
Should we try one more?
Are you ready?
Think about which tool you're gonna use to remember these and focus on all these objects?
'Cause one's gonna go missing, ready?
One, two, three.
[bell rings] which one's missing?
I'm a little stuck.
I think I'm gonna use my list to figure out which object is missing.
So here's my list.
And it's in the right order.
I had the teddy bear, football, a shoe and a book.
Good job guys, it looks like the shoe is missing.
You got it.
Now, I think we're gonna make this a little harder and add an item.
Do you think can remember these items?
and then we'll find out which one is new.
Are you ready?
Okay, so let's remember these items.
I'm gonna repeat them one more time.
teddy bear, football, shoe, book.
Okay, and we're gonna have to see what the new item is.
Are you ready?
One, two, three.
[Bell rings] Wow, do you see a new item?
I think I do too.
What are our items?
Let's see.
We have a spoon, teddy bear, football, shoe, book.
I don't think that spoon was there before, do you?
I think we should check our list again to see if we're right.
We have a teddy bear, football, shoe, and book.
No spoon on this list.
Great job.
Now, the next thing that we're gonna do is see if we can figure out which objects move.
But since we have a new object, we need to use our tools again and add that into our list.
So we know which objects to remember.
So let's see, let's repeat our objects with the spoon.
So we have a spoon, teddy bear, football, shoe, book.
Great job.
Now we need to take a picture of our new objects.
So let's take a picture of all five of these objects, ready?
One, two, three.
[shuttles] Great.
And if you made up a song last time you can make it up again or make up a new one.
But this time, make sure you include the spoon and then we can draw or write a list.
So we're gonna add the spoon to our list.
So here is our spoon added to our list.
Okay, so we have a spoon, teddy bear, football, shoe, book.
Five objects.
Now, make sure you're focusing on them, and you can remember them because we are going to move one or two and we have to figure out which one's moved.
Are you ready?
So when I say three, we're gonna figure out which ones have moved spots.
Ready?
One, two, three.
[bell rings] Okay.
Now let's see if we can figure out which objects moved.
Ready?
I think I'm gonna go down our objects again because I don't remember the football being the first spot, do you?
I think we should get on our list that might help us.
So here's our list with the spoon added on.
It's like the spoon was the first spot.
So the football definitely moved.
And the teddy bear is still in the second spot.
They didn't move, but football is not the third.
It looks like the spoon is there, the spoon moved, and the shoe is in the right spot.
And the book is in the right spot.
So which two objects moved?
Yeah, the football and the spoon switched slots.
Great job.
Okay, I think we should try it one more time, but this time it's gonna be a little bit harder.
This time we're gonna move a few objects and you have to figure out which one's moved.
Okay, so we have to remember the original order which let's put them back in order, the original order which is a spoon, a teddy bear, a football, a shoe, and a book.
Now you're gonna watch as some of these move and we have to keep our eyes focused on these objects.
Okay, they're gonna move a few times.
Are you ready?
So how are we gonna remember this order?
I think I'm gonna take another picture in my mind so I can remember.
Which one are you gonna do?
Yeah, if you want to take a picture with me, grab your camera, ready?
One, two, three.
[Shuttles] Great job.
Now let's keep that in our mind.
Okay, are you ready?
I'm just gonna start moving.
So make sure you're focused on the objects.
Okay.
One, two, three.
[bell rings] Wow, that was a lot of movement.
Were you able to focus on all these objects?
Yeah, that was a bit tricky for me.
Can you remember the full order?
The correct order?
I'm a little stuck.
I think I'm gonna get out my list again so that I can double-check all of these items in the order.
So here's our list.
Spoon was originally first.
The spoon's not there.
So that definitely moved.
Then the teddy bear was supposed to be second.
The teddy bear is not there.
That definitely moved.
And the football supposed to be third, that's not there that's the spoon now.
That definitely moved too.
And the shoe, the shoe looks like it's in the right spot.
I think the shoe moved, but then it moved back to its original spot.
And the book is supposed to be last and the book is not last.
So a lot of our objects move spots and we were able to keep focused on all of them.
And we use our tools to help us remember those objects in the right order.
Great job.
Do you know any other times we can use these tools to help us focus?
Yeah, like when I'm reading a book, I need to make sure that I'm focused on all the words so that I can read carefully and understand the book.
Can you think of any times we can use these for our memory?
Yeah, we can use them to help us get ready for bed, or pack our bag for school.
Why would I need my memory skills to help me pack a bag fo school?
Exactly, so I don't forget my pencils, or my markers, or my books.
I need all of those in my backpack.
And if I forget them, I could make a list so that I know what I need in my backpack.
When we use these brain powers together it makes us succeed even more.
So when we use focus and memory at school it helps us follow directions and remember instructions from our teachers.
Remember all these tools and make sure you practice your special brain powers.
You can even practice and exercise your special brain powers with your trusted adult.
Thanks for joining friends.
Bye - Funding for this program was provided by the JPB foundation.
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